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EPD Update December 08

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									                        School Sport Partnership Evaluation and Priorities Document
                                “Evidencing the Impact of the Partnership”

URN:                            99019002
Name of Partnership:            Bebington
Name of PDM:                    Kevin Byrne
Phase:                          7A
Local Authority:                Wirral
Number of secondary             7
schools:
Number of primary               29
schools:
Number of special               0
schools:
Number of FE Colleges:          1

1. Context of your School Sports Partnership

Please outline the main characteristics of the partnership


Key Characteristics:

The Bebington School Sports Partnership lies within a socio-economically diverse suburban area. There are
13,300 pupils aged 5-18 within partnership schools (12,200 from 5-16). 50% of the partnership schools are
within former EAZ areas: Rock Ferry, New Ferry, Birkenhead and Wallasey. The remainder of the schools
are in the Bromborough and Bebington areas of south Wirral.

The partnership has undergone the following configuration changes since the last EPD submission. In
August 2008 Poulton Primary School closed from within the partnership‟s Oldershaw cluster. This caused
the displacement of 86 pupils, over 40 joining neighbouring Park primary school from the same cluster. The
remaining pupils are now attending schools in another SSP. From September 2008, the partnership now
consists of 3 infant schools, 3 junior schools, 23 primary schools and 7 secondary schools including
Bebington High Sports College. The partnership is fully staffed with 1 PDM, 6 SSCOs, and 29 PLTs.
Following an announcement in September 2008, the partnership is preparing for the merger of Rock Ferry
High school with the hub of the Park SSP (Park High Sports College) to form the new Academy in
Birkenhead. The exact nature of the educational relocation of the young people during this process is
unclear. It is likely that some of the pupils at Rock Ferry High School will stay within the Bebington SSP by
entering other SSP schools, however a proportion (likely a majority) of them will take the opportunity to
attend the new academy given its proximity and other factors (new facility etc). The new school sports
coaching programme has led to changes and developments within the wider infrastructure. In partnership
with Pensby and Park SSP (covering all schools in Wirral borough) up to 10 school sports coaches will be in
place by February 2009. The SSP enjoys an excellent relationship with the hub-site, the latter providing
office space, admin and financial support, sports development support and other resources for the SSP.
The Bebington SSP also plays host to 4 Merseyside-based Competition Managers (CM). The Senior
Competition Manager (SCM) works out of Bebington High Sports College and is line-managed by the
Bebington PDM. A new (wave 4) CM has been employed from April 2008. Funding for this post has come
from contributions from each of the 15 SSPs in Merseyside to ensure the Merseyside CM team has full
coverage throughout the county from April 2008. The partnership enjoys good working relations with all
partner schools, with particular progress having been made within the secondary sector. All are fully
supportive of the school sports partnership and view their SSCO as an integral member of their
departmental team although considerable work still needs to be done within the secondary sector to
demonstrate the success of the SSP programme.

Strategic Context:

Strategic work in partnership with other agencies is steadily improving. A borough wide steering group,
designated the „PE and School Sport Strategy Group‟ meets once per half-term. This forum contains
representatives from the 3 School Sports Partnerships in Wirral with further representation from the 4 Sports
Colleges. Other members of this group include The LA Principal Officer for PE and Outdoor Education, PDM
advisor, PE advisory teacher, Sports Development Managers and invited representatives from schools and
                                SSP Evaluation & Priorities Document                                            1
the local Primary Care Trust. The SSP has been instrumental in the development of PESSYP sub-groups
within Wirral, the influence of which has already been shown through the concrete establishment and work
of (amongst others) the CPD, Leadership and Volunteering, swimming and Gifted and Talented sub-groups.
(Examples of the work of the sub-group are appended in the uploaded document) Further sub-groups have
been established during the year including a workforce development group and a women and girls
development group. This has established an increasingly effective line of communication between the SSP
and the CSP, SPAA, PCT, Uniform Groups, Voluntary services and Further Education. The existence of a
Merseyside PDM forum has given rise to a number of effective working parties including the Competition
Manager steering group, which is chaired by the Bebington PDM and a Leadership and Volunteering
working party which is helping to shape the on-going Step-Into-Sport programme for Merseyside.

LA priorities:

Of the top ten priority areas for improvement within the Wirral LA, the Bebington SSP has potential impact in
the following areas through targeted intervention, systemic change and increased high quality provision:
Looked after Children (1) Teenage Conception (2) Childhood Obesity (3) NEET 16-18 (4) Violent Crime in
NR areas (7) and Anti-Social Behaviour (8) Targeted intervention strategies exist in the partnership for
tackling anti-social behaviour, childhood obesity and improving provision for LAC although most partnership
schools report that LAC within schools are generally well catered for within mainstream PE and OSHL
settings. The partnership hosts Wirral‟s „Youth Sport Nights‟ within the Sports College and the Oval leisure
centre. This programme is successful in providing activities for young people aged 14-19 at risk of
offending.

Strategic Positioning for Delivery of the 5 Hour Offer

Plans for the borough-wide achievement of the 5 hour offer are well in place. A multi-agency development
plan has been submitted to the CSP for the Sports Unlimited section of the 5 hour offer. The Bebington SSP
will have specific responsibility for the coordination of increased participation in those sports linked directly to
the work programme of the Competition Manager scheme. Further to this, an early project review,
undertaken by the SSP and PDM has revealed several key factors contributing to short and long term
success. These findings will influence future development of opportunities for the 60% semi-sporty
demographic within the SSP. Since Bebington is the first to undertake such a review, the CSP has asked for
the findings to be shared at county level to further influence future strategy/ Other partner agencies continue
to work alongside Bebington to ensure that Sports Unlimited is far reaching and will include Outdoor and
Adventurous programmes, Dance and performing arts, Martial arts and combat, alternative or new sports,
the extension of the youth sport nights project and sports designed at increasing participation for young
people with disabilities

What are the characteristics of the young people in our partnership?
There is no significant difference in the number of boys or girls in the partnership. Approximately 13% of
partnership pupils have Special Educational needs (SEN), 17% have Free School Meals (FSM) and less
than 3% are from a black and minority ethnic (BAME) background.

The following table represents the position of the Bebington SSP in relation to the 5 hour offer. The statistics
are taken from a sample survey of 1400 pupils (approximately 10% of 5-16 year olds within the partnership)
and from a range of schools and year groups to represent a true demographic.

 Year groups        Below 2 hrs        2 Hrs curriculum          2-3 hrs     3-4 hrs      4-5 hrs     5 hrs +

 1-2                6%                 7%                        31%         23%          19%         14%

 3-4                6%                 4%                        20%         22%          20          28%

 5-6                3%                 7%                        13%         17%          23%         37%

 7                  1%                 12%                       11%         15%          18%         43%

 8-9                1%                 12%                       10%         18%          11%         49%

 10-11              25%                8%                        8%          14%          9%          36%


                                  SSP Evaluation & Priorities Document                                                 2
2. Provision of High Quality PE for all students

a) Where are we now?
Current SSP PE Curriculum         111 National PE Curriculum    118              SSP Target for 2008        113
Minutes                                Minutes
Ensuring the provision of 2 hours HQ Curriculum Physical Education

In 25 of the 36 schools in the partnership, all pupils enjoy a minimum of 2 hrs of Physical Education during
curriculum time each week. Within the 11 remaining schools the breakdown of non participation in 2hrs of
PE and Sport is as follows:

           KS1: 290 pupils from 7 (6 from Sep 2008) schools: (Church Drive [56]; Grove Street [52]; Kingsway
            [15]; Park [69]; Poulton [10]; Well Lane [28]; Woodslee [60])
           KS2: 187 pupils from 4 schools: (Church Drive [51]; Grove St [79]; Kingsway [23]; Well Lane [34])
           KS3: 234 pupils from 1 school (Rock Ferry High School: see strategic context above)
           KS4: 554 pupils from 5 schools (Plessington [146]; Rock Ferry [166]; South Wirral [27]; Oldershaw
            [61]; Wirral GS Girls [154])

    A slight drop in overall levels of participation at KS1 is a concern however, an additional 7% of pupils at
    KS4 participating in a minimum of 2 hrs PE and Sport is encouraging. Curriculum restraints and
    pressures from examination subjects cause the fall at KS4 in each of the secondary schools above. In
    three out of seven secondary schools (South Wirral, Wirral GS Girls and The Oldershaw School) the
    specific issue is KS4 and the pressure of timetabling 2 hours of core PE in competition with other
    accredited subjects. In one secondary school (Rock Ferry) the issue affects both KS3 and 4. Within the
    6 primary schools a variety of strategies exist to improve the current situation. Church Drive is working
    towards the provision of 2 hours for all in the next 12 months. Woodslee, Well Lane and Grove Street
    are attempting the provision of a minimum of 2 hours through transforming an hour of numeracy each
    week into practical based learning. Kingsway and Park primary schools are employing termly
    interventions (basketball, football, multi-skills) and are working much more closely with the SSCO to
    rectify their situation. Poulton has closed.

The quality of Physical Education within the SSP

Very strong links with the Local Authority is a feature of the SSP. The Wirral LDA, consisting of advisory
staff, PDMs, SSCOs and coaches provides year-round support for all teachers, ASLs, SSCOs and PLTs
from within the SSP. In all the team of tutors have representatives from over 20 agencies. Examples of this
successful network include the Maths of The Day project, using sport to improve numeracy at KS1 and 2. 7
SSP schools are involved in this year‟s pilot project.

Through the ever improving communication pathways and increased high quality provision of CPD, over 100
staff and volunteers from throughout the SSP network have benefited from training within the last 12 months
in:

            Educational trips
            HQ PESS and Dance
            Girls Get Active
            The new PE Curriculum
            GCSE, A-Level, BTEC and other vocational accreditation for YP
            Raising Whole School standards (Maths of the Day, Living for Sport etc)
            Assessment, progress and achievement (new core tasks)
            Raising Standards (Heads of PE training and networking)
            Non traditional/traditional sport and PE specific courses
            PE and OFSTED / SEF
            Health and Safety
            A variety of qualifications for teachers / coaches and ASLs
            NGB and Sport Specific Courses
            Swimming

The SSP runs a programme of curriculum support for targeted schools in agreement with the PLT and Head
Teacher in each school. This takes the form of lead and team teaching in areas of most need.

                                   SSP Evaluation & Priorities Document                                           3
The LA deliver targeted whole school CPD in areas such as high quality Gymnastics and Dance,
assessment and core tasks, outdoor education and games. On average at least one of these whole-staff
INSET opportunities is taken up by every school each year.

Termly cluster meetings have CPD as standard agenda items which enable each school to engage with their
SSCO and subsequently each SSCO to liaise with the LA to provide appropriate development opportunities.

For the most part lesson observations, both informal and formal are done „in-house‟ by Head Teachers and
PE coordinators. Intervention is available through the advisory team. Whole-staff INSET is popular and the
structured programme of curriculum support is well received throughout the SSP schools.

In some schools <10% all physical education is delivered by a single teacher or in the case of 1 school by a
coach. This is a concern, but it is one that is being addressed by close observation by both PLT and SSCO.

The partnership uses standardised SOW for the KS1 and 2 curriculum.

Where have we made the most impact? (please )
Playing an advocacy role        Working with the LDA                            Using coaches to support             
with HTs                                                                         teachers
Ensuring 2hrs HQPE for       
all young people
Other (Please detail)   Use of SSCO for
                        curriculum support 
b) How do we know?
The following are responses to the question: ‘thinking specifically about the role of the SSP in supporting provision of
high quality PE for all students: Where has your involvement in an SSP had most impact?’ asked during spring term 2008

Primary responses (*indicates a repeat response)

Use of coaches to support curriculum delivery*********************
SSCO curriculum support************
Inter school competition and festivals************
Physical Education CPD*********
Liaison and links with secondary school*****
Club and Community Links*****
Liaison with the LA PE advisory service****
Cluster meetings****
OSHL coordination***
Sports Specific CPD***
Funding applications (Awards for All)**
Advocacy and liaison with the Head Teacher**
Calendar of Events*
Rewards systems*
Improved involvement of ASLs and non specialist teaching staff*

Secondary responses:

Use of coaches to enhance curriculum************
Training and deployment of young leaders****
New Competitions for the pupils – swimming, badminton, tag rugby, basketball ***
SSCO – impact***
LA / PE Advisory service support**
Developed and improved relations with primary schools through SSCO programme**
CPD *
Funding*
New initiatives introduced – rowing club, active playgrounds *
Improvement in skill and competence level of new intake at year 7*


                                    SSP Evaluation & Priorities Document                                                   4
PESSCL Development 2007-2008: REF: PESSCL 2008 Question 2
           2007 2008
 Overall 90% 90%
 KS1       93     86%
 KS2       96     96%
 KS3       93     93%
 KS4       70     77%
c) On the basis of our evaluation what have we identified as our key High Quality PE priorities for
development? (please )
Playing an advocacy role       Working with the LDA             Using coaches to support          
with HTs                                                           teachers
Ensuring 2 hrs HQ PE for       Effective liaison with all      
all young people                  secondary schools
Other (Please detail)
Key Actions
      Sharing of strategies to achieve 2 hours at KS 4 through HOD training (Sports Colleges to
        take lead within best practice seminars/conferences throughout 2008-2009) and LA advocacy
                                                                                   st
        with Head Teachers (WASH) Specific successful strategies include BTEC 1 for Sport, dual
        award GCSE, structure vocational courses, Sports Leaders UK qualifications all currently
        part of hub-site provision to ensure 2 hrs at KS4
      Improve transition information being passed to secondary schools. Agree relevant
        information with secondary heads: Attach information request to PESSCL. Follow pilot
        project run in SJP and BHSC in May 2008.
      Further advocacy work within the 5 secondary schools currently not reaching the 2 hour
        curriculum target
      Advocacy and targeted intervention (coaching, T and L, active play, Cross curricular projects
        [MOTD]) with those primary schools not achieving 2 hours and not currently taking
        immediate steps to achieve.




                             SSP Evaluation & Priorities Document                                       5
3. Provision of opportunities for all young people to participate in a range of high quality activities on a
school site.

a) Where are we now?
Current SSP PSA        90% National PSA Data 90%                   SSP Target for 2009             93%
Data
    The following statements are based on the findings of the 5-hour offer survey conducted in March 2008
    and the PESSCL survey of June 2008:

 1                                              KS1          KS2            KS3                KS4
 Approximate             As %                   6%           5%             1%                 25%
 number of pupils
 from within the
 SSP who are not
 active for at least 2   As number              108          185            31                 470!
 hrs per week (inc
 PE and OSHL)

 2                                              KS1          KS2            KS3                KS4
 Approximate             As %                   7%           6%             12%                8%
 number of pupils
 for whom 2 hrs PE
 in the curriculum is
 their ONLY regular      As number              145          242            403                195
 activity
 Cumulative              As %                   13%          11%            13%                33%
 answers to Qs.
 1 and 2
                     As number          253                 427              434                 635
For the above group as a whole, targeted intervention is on-going to ensure the minimum 2 hrs of PE and to
offer a range of activities to those pupils in section 2 to encourage them to participate in the extra hour ON A
SCHOOL SITE! Example activities include Multi-skills play and Phys Kids (Jan 09) at KS1, hoops for health,
girls football and community sports coaches in tennis, cricket, dance and gymnastics at KS2; Sports
Unlimited activities at every secondary school site from Sep 08 (cheerleading, volleyball, tae kwon do,
boxercise, self defence and football)
 3                                      KS1                 KS2              KS3                 KS4
 Approximate         As %               87%                 90%              87%                 67%
 number of pupils
 from within the
 SSP who
 participate in >0       As number              1806 (270)   3917 (435)     2922 (437)         1631 (804)
 additional hours        (non-participants in
 activity each week      brackets
For the above group, the numbers highlighted in red effectively represent those pupils not engaged in OSHL
within school. As such, the programmes listed in the paragraph above are aimed at reducing the red
numbers over time. Tables 4 and 5 below represent the low end of the SSPs „semi-sporty‟ demographic and
at KS2-4 intervention takes the form of the Sports Unlimited programmes and links with other community
providers. KS1 development comes from a multi-agency approach coordinated by the Wirral 5-7 PESSYP
sub-group
 4                                    KS1               KS2               KS3               KS4
 Approximate        As %              56%               74%               77%               59%
 number of pupils
 from within the
 SSP who
 participate in > 1      As number              1163         3206           2599               1437
 additional hour‟s
 activity each week

 5                                              KS1          KS2            KS3                KS4
 Approximate             As %                   33%          54%            11%                8%
 number of pupils
 from within the
 SSP who
 participate in > 2      As number              692          2363           347                195
 additional hour‟s
 activity each week


                                         SSP Evaluation & Priorities Document                                      6
 6                                      KS1                KS2                KS3                KS4
 Approximate          As %              14%                33%                46%                36%
 number of pupils
 from within the
 SSP who
 participate in > 3   As number         692                2363               347                195
 additional hour‟s
 activity each week

The latter 2 tables represent the „sporty‟ demographic. The SSP aims to provide increased high quality
coaching opportunities through the school sports coaching programme in the following sports / activities from
September 2008: Rugby Union (KS2-4); Badminton (KS3/4); Gymnastics and Dance (KS1); Basketball
(KS2/3); tennis (KS1/2); Multi-skills (KS1/2); Athletics (KS2); Girls Football (KS2/3); Dance/Cheerleading
(KS2-5); Initial projects in girls football, dance, multi-skills, rugby union and basketball have already provided
over 200 hours high quality coaching since September 08

        Within the vast majority of schools, provision on school site is good or very good.
        Partnership schools show areas of particular strength in girls and boys and KS2 and 3.
        There still remains concern over the range and quality of opportunity for boys and girls at KS1
         although some excellent examples of intervention for these age groups are evident. The
         partnership‟s multi-skills programme at KS1 is proving extremely successful. The impact of this
         programme will be most wide-spread during the coming 2 academic years: 2008-2010.
        At KS4 there still exists a significant decline in levels of participation in OSHL (c. 25% participation in
         at least 1 OSHL club throughout the year compared to 35% at KS3.) Targeted intervention is on-
         going. More work is needed in linking with the voluntary sector including local sports, community and
         health clubs. Future Big Lottery Funded projects are almost exclusively targeted at KS3/4 and within
         this focused primarily on participation amongst KS4 girls, which is perceived as the area of most
         need.
        During the last academic year the range of sports offered in each school has grown with an average
         of 16 listed sports offered throughout partnership primary schools and 26 different sports offered in
         partnership secondary schools.
        Year 3 are not as effectively catered for as the other 3 years at KS2. The introduction of a year
         Sports Hall Athletics programme this year should begin to increase participation
        The provision of sport for pupils with Special Educational needs is a strength throughout the
         partnership. Within the curriculum pupils with SEN and disabilities are fully included with additional
         multi-activity clubs existing at the Sports College. In addition to this provision has improved for
         opportunities to compete (covered in section 4 later) for pupils with SEN and disability through our
         involvement in the Playground to Podium project. 9 specific courses for CPD to improve provision
         for young people with disabilities are planned for the academic year 2008-2009.
        Colleagues and pupils from partnership primary schools believe that greatest impact on increasing
         participation on school site will be achieved by the development of more opportunities in athletics,
         dance, table tennis, gymnastics, tennis, basketball and golf.
        Colleagues and pupils from partnership secondary schools believe that greatest impact on
         increasing participation on school site will be achieved by the development of more opportunities in
         table tennis and martial arts
        There is equality of opportunity within the partnership in terms of provision amongst the following
         key target groups: BAME, SEN, LAC
        The transition from KS2 to 3 could be greatly improved if high quality information were passed from
         each primary school to each secondary school
        The LDA for CPD (listed in section 2) continue to have significant impact on this objective:
         Throughout the last 12 months over 100 teaching staff, volunteers and coaches from within the SSP
         network have attended training in: Secondary Playground development; MEND (obesity strategy);
         Primary Active Playgrounds; Multi-skills play (Tranmere Rovers); Phys-kids; Top Activity; Early years
         programmes and provision of support for SEN projects in football, multi-sports, swimming, athletics,
         cricket and panathlon
        The SSP, in partnership with Coaching North West have been successful in increasing the
         opportunities for young people on school site through the effective sharing of information regarding
         high quality coaches. Each SL/HOD/PE department now has a database of (c.80) available, high
         quality coaches with enhanced CRB and appropriate qualifications in over 30 sports/activities. The
         use of the Wirral LA‟s „Ready to Work‟ register and links with the Employee Admin team are
         essential in this process
        Approximately 400 young people have benefited from the programmes funded through the Big
                                  SSP Evaluation & Priorities Document                                                 7
      Lottery Fund this year at 12 schools within the SSP. The most significant features of nearly all of
      these projects has been the use of volunteers and non-teaching staff to deliver programmes,
      ensuing much greater sustainability than would be possible through the use of external
      agencies/coaches.
   The Top-Up swimming programme, initiated in Wirral in June 2007 proved so successful that it has
      led to a complete re-structuring of school swimming at KS1 and 2. Secured funding for the next 3
      years has allowed the SSP/LA to employ an additional swim coach at every session of school
      swimming allowing better ratios for the low ability and non-swimmers, a more intense 2 week block
      of swimming, proven to be more effective for the attainment of the 25m NC target and aquatics
      festivals at the end of every swim block.
Where have we made the most impact? (please )
KS1 OSHL            √    KS2 OSHL                 KS3 OSHL                 KS4 OSHL                KS5 OSHL
Transition KS1/2              KS2/3       √ KS3/4             KS4/5       Use of coaches at      KS1/2       KS3/4     
Other (Please detail)
b) How do we know?
Responses to the question: With reference to your school, which of the following key groups (if any) are not being
sufficiently provided for? (** indicates multiple responses)

Primary
KS1 Girls *********
KS1 Boys *******
KS2 Girls **
KS2 Boys **
Special Educational Needs (no concern)
Black and Minority Ethnic (BAME) (no concern)
Looked after children (no concern)

Secondary

Girls at KS4 **
Girls at KS3 *
Boys at KS3
Boys at KS4 *

Responses to the question: Are there any specific sports/activities you would like to see developed in the future that
would have definite impact on increasing participation? (** indicates multiple responses)

Primary
Athletics (Indoor*********,Outdoor****)
Dance *******
Tennis ******
Table Tennis ******
Gymnastics *****
Basketball ****
Tri Golf ****
Badminton ***
Netball ***
Cricket **
Tag Rugby **
Multi Skills **
Football **
Rounders*
Football coaching – all yr groups *
Gym and Strength *
Orienteering *
Rock climbing *
Water sports *
Trampolining *
Keep Fit/Aerobics *
                                     SSP Evaluation & Priorities Document                                                    8
Squash *
Martial Arts *
Cycling *

Secondary
Table Tennis **
Martial Arts **
Golf *
Fitness Suite * (KS4 Girls)
OAA *
Skate Boarding *
Badminton *
Netball *
Handball *
Climbing *
Sailing *

Further Reference: PESSCL 2008: Qs1-10: LA CPD timetable and evaluation 2008-2009
c) On the basis of our evaluation what have we identified as our key participation priorities for
development? (please )
Year Groups       KS1           KS2              KS3              KS4               KS5              
Population        Boys            Girls           BAME              SEN              G&T
Groups
Specific                 Athletics      Dance             T Tennis         Tennis         Gymnastics
Sports/activities
Other (Please detail)  Transition KS2-3
Key Actions
    Append Transition survey for pupils and staff to PESSCL 2009
    Expand Athletics programme to include year 3 coaching and competitive opportunity
    Establish and develop gym centre of excellence at hub
    Support CM with targeted schools in table tennis and tennis
    Provide 1000 hours of coaching before the end of the academic ear through the school
       sports coaching programme
    Above programme to include 450 hours at KS1 through Phys-kids and Tranmere Rovers
       Multi-skills play project
    50 staff to receive Multi-skills play training (use of SAQ equipment) at KS1
    Coordinate the delivery of girls specific links with Wirral Metropolitan College, (Exercise to
       music and OAA) and local fitness clubs for KS4/5 specifically
    Expand golf programme in partnership with Sports Dev
    Work with HODs to target intervention at KS3/4 using BL funding and extended activities
       funding
    Further develop table tennis and martial arts activities within secondary schools through the
       School Sports Coaching and Sports Unlimited programmes
    Further develop the following sports on primary school sites throughout the partnership:
       athletics, dance, table tennis, gymnastics, tennis, basketball and golf.
    Embed robust Sports Unlimited Programme into OSHL opportunities offered at each
       secondary school by Easter 2009
    Develop School Sports Coaching programme to impact on all pupils from within tables 5 and
       6 above

3a. Opportunities for all young people to access a range of high quality activities in a community
environment.

a) Where are we now?

Current SSP Club Links      30%      National Club Links     32%  SSP Target for 2008               35%
Data                                 Data
    33% of pupils at KS1 (data for year 2 only) now access community sports clubs with links to their
       school. This is 2% below national average

                              SSP Evaluation & Priorities Document                                         9
     32% of pupils at KS2 now access community sports clubs with links to their school. This represents
      no substantial change from last year and is almost 10% below national average
   30% of pupils at KS3 now access community sports clubs with links to their school. This is an
      increase of 7% (>230 pupils). This is above the national average.
   26% of pupils at KS4 now access community sports clubs with links to their school. This is an
      increase of 10% (>240 pupils). This is above the national average.
   The average number of high quality club links in partner primary schools is 7 (increase of 1)
   The average number of high quality club links in partner secondary schools is 15 (increase of 3)
   A comprehensive plan has been submitted to the CSP for delivery of Sports Unlimited for all young
      people aged 11+ within the partnership. A local decision has been made to extend the offer of most
      sports unlimited activities (where appropriate) to upper KS2 (years 5 and 6) This will build on
      existing club links and provide opportunities for the “semi-sporty” population including those that are
      not already in community clubs and may not be attracted to traditional sporting opportunities.
   An early project review has been completed by the PDM which clearly shows the strengths and
      weaknesses of each of the SU projects to date. Learning from this is essential if the 5-hour offer is
      to reach the intended target group
   Strong partnership-wide existing club links in athletics, rugby union, football, multi-skills, basketball,
      dance, gymnastics and trampolining ensure a steady move from school to community provision for
      the top 40% of the 5 hour-offer demographic. Where appropriate, coaches have been
      employed/deployed within these sports to further strengthen links and increase capacity and
      participation
   A newly formed girls in sport development group has begun the process of communication with
      uniformed groups throughout the partnership, particularly girl guiding
   Engagement with the LDA for CPD is excellent with up to 200 teachers, coaches, ASLs and leaders
      accessing CPD throughout the last 12 months in: Specific NGB/other courses; Training/INSET for
      Sports Development; Training/INSET for Guides/Sure Start and other community providers; Training
      for Sports Colleges and other LA and school partners leading Sports Unlimited and School Sports
      Coaching Programmes
   Engagement with the CSP is strong. Regular updates of newly accredited clubs, club mapping
      exercises, working with clubs towards accreditation etc. are features of the CSP that provide young
      people with additional opportunities
   More work needs to be done in supporting colleagues from within the primary and secondary sector
      in forging robust club links with accredited clubs and those working towards accreditation
   A good relationship exists between the SSP and the following NGBs: FA, RFU, England Netball,
      ASA, England Squash, LTA, ETTA, ECB and Handball. The close relationship between the SSP and
      the CM scheme is ensuring effective development.
   Over 200 young people from across the Bebington, Pensby and Park partnerships now experience
      rugby union in a club setting thanks to the strategic work of the Bebington SSP, Wirral LA Rugby
      Development Group and the Secondary Comprehensive Schools‟ league.
Where have we made the most impact?
Please list
     Cross partnership and cross-borough relationships with professional and accredited sports clubs
     Boys and girls at KS3
     Boys at KS4
     Club links in secondary schools
     Multi-agency networking with regards Sports Unlimited
     Engagement with CSP, SPAA, CM scheme, NGBs to develop opportunities for all
     KS1 multi-skills
     The establishment and development of the Saturday morning multi-sports club at the partnership
        hub-site
     CPD
b) How do we know?

Response to the question: With reference to your school, which groups do we need to engage to increase
participation in Sport in the wider community?

Primary

Girls at KS2 ********

                                   SSP Evaluation & Priorities Document                                          10
Girls at KS1 ******
Boys at KS2*****
Boys at KS1 ***
Special Educational Needs ***
Black and Minority Ethnic (BAME) **
Looked after children **

Secondary

Girls at KS4 **
Boys at KS4 **
Girls at KS3 *
Boys at KS3
Special Educational Needs *
Black & Minority Ethnic (BAME) *
Looked after children *

Further reference: PESSCL 2008 Q8, LA CPD programme and evaluation
c) On the basis of our evaluation what have we identified as our key participation priorities for
development?
All key stage development of club links
Girls at KS1,2 and 4
SEN
Club Links at Key Stage 2


Key Actions
    Development of targeted sports in line with the CM scheme and local priority areas for
       development: Including Cricket at KS2-4, girls football, handball, netball, swimming, table
       tennis and basketball
    Ensure Sports Unlimited activities have high quality and sustainable exit routes, high quality
       coaches and are developed through pupil consultation to ensure appropriate timing, choice
       of activity and target group
    Ensure the link between school sport coaching, sports unlimited and local sports clubs
    Enhance and develop the relationship between the SSP and uniformed groups through
       shared CPD, advocacy and data collection
    Increase the number of high quality club links in each primary school to an average of 10
    Increase the number of high quality club links in each secondary school to an average of 18
    SSCO team to use data from 5-hour offer survey and PESSCL to develop a minimum of 1 new
       club link in each primary school per term throughout the year




                              SSP Evaluation & Priorities Document                                    11
4. Provision for all young people to develop their potential.
 a) Where are we now?
 Current SSP Competition Data         National Competition Data         SSP Target for 2008
 Inter     38%      Intra    79%      Inter      41%      Intra   66%   Inter 42%      Intra   85%




                             SSP Evaluation & Priorities Document                                    12
  Key Findings from PESSCL 2008 data:

Age   06   07    08              Comments                  Immediate Plans                               Long Term
                                                                                                         plans


KS1   0    6%    26%             Speed Bounce              Multi-skills play project to target an
                 Additional      popularity within one     additional 300 new participants in Inter-
                 400 pupils      cluster. Additional       school comp. Phys kids coordinator
                                 gymnastics (key steps)    appointment to increase levels of
                                 competition in July 08    participation in gymnastics and dance at
                                                           KS1. Speed Bounce comps to be extended
                                                           to other clusters.
KS2   39   41    42.             These figures reflect     Year 4/5 Sports Hall Athletics introduced
                 Additional      the long term             during previous academic year. Extended
                 21 pupils       establishment of          to include Year 3 in partnership with
                                 popular HQ                LJMU. Additional push on swimming at
                                 competition. There        KS 2 and aquatics festivals. The festivals
                                 has been many cluster     form a robust link between the PESSYP
                                 events at KS2 leading     strands of swimming, competition, school-
                                 to partnership finals     club links and leadership and volunteering
                                 such as Girls 5/6
                                 Football, Indoor
                                 Athletics 5/6 and 4/5
                                 and 5/6 High Five
                                 Netball. During the
                                 next term we have
                                 even more new
                                 activity to come such
                                 as 5/6 Hockey,
                                 3/4/Quicksticks
                                 Hockey, 4/5 Aquatic
                                 festivals, 4/5/6/
                                 swimming gala,
                                 Rounders festivals,
                                 Table Tennis and Tri
                                 Golf.
KS3   35   36    45.             Inter-school              CVL establishment in volleyball,
                 Additional      competition is well       basketball, badminton, handball. Existing
                 300 pupils      structured and            rugby CVL to extend to years 7 and 8.
                                 improving at this age
                                 group. Aligning           All additional competitions introduced last
                                 borough competitions      year will continue. Introduction of greater
                                 with National             communication pathways with secondary
                                 frameworks has been       PE departments a key to future success. 1st
                                 particularly successful   fixtures forum a success. To be repeated
                                 but time consuming.       twice per year.
                                 Steps made in
                                 badminton of              More work required with other NGBs
                                 particular note.          along lines of England Badminton pilot
                                 Secondary swimming
                                 galas have been
                                 additional this year
                                 along with girls inter-
                                 cricket and boys and
                                 girls gymnastics.
KS4   21   22    30.             All Piloted CVLs          CVL establishment in volleyball,
                 Additional      (badminton,               basketball, badminton, handball to be
                 220 pupils      basketball) were          extended to all Wirral Secondary
                                 attended by 6 out 7       Schools.
                                 Beb SSP schools

  In consultation with the County Sports Partnership (Merseyside Sport) the structure of the
  Merseyside Primary Games will change from 2009. Working in partnership with the Senior
  Competition Manager’s plans the key changes will be:


                              SSP Evaluation & Priorities Document                                                   13
      All participant sports are from Merseyside County Competition Plan
      All NGBs have agreed with the County Plan and have prioritised the competition that they
       wish to see within the primary games structure (e.g. mini-red tennis, girls only kwik-cricket)
      To complement this, NGBs are putting on County finals with their respective sports with
       borough / SSP competitions underpinning this
      Schools will only compete in ‘either’ the county finals or the Merseyside Primary Games
       leading to more children participating at a County Level.
      For those sports that are new, or re-engaging in the primary games structure, taster sessions
       will be offered leading to systemic change and their complete re-introduction in 2010.
       (badminton, table tennis and golf)
      Bebington (and Wirral) competition calendar is now entirely based upon the above primary
       games structure.
   The establishment of the PESSYP sub-groups (mentioned elsewhere within this document) are
   having a significant impact on the development of competition throughout the partnership and
   borough. As a result of the sub-group, there is now a more cohesive and comprehensive calendar
   of events and greater consultation within the 3 Wirral SSPs.

   Current Position for SEN and G&T young people

      Wirral borough won the County Athletics Panathlon held at Lansbury Bridge in St. Helen‟s (November
       08) This can be attributed as a direct result of the improved talent i.d structure (Playground to
       Podium) piloted and refined throughout 2008 across Wirral.

      Many of our local competitions now dovetail into county and regional competitions (see badminton
       above) so the talented school teams can now extend their abilities beyond local level.

      The early links with the School Sports Coaching programme are proving effective in sign-posting
       young people into appropriate clubs and competitions, as well as providing stronger links with the
       community in general. E.g. The Merseyside inter-borough primary girls football competition is now a
       talent pathway to the FA centre of excellence.

   Differences in performance and involvement in competition in the SSP

The following Schools are a concern, in respect of low engagement in inter-school competition,
based on 2008 PESSCL figures.

 School name                Reason for Concern           Additional Comments
                            and numbers of pupils
                            participating
 Brookhurst PS              KS1 (0 pupils)
 Church Drive PS            KS1 (0 pupils)
 Poulton Lancelyn           Year 2 (0 pupils)
 Woodslee                   KS1 (0 pupils)
 Mendell PS                 Year 3 (0 pupils)            Both schools listed as 0% at KS1 having
 Raeburn PS                 Year 3 (0 pupils)            participated in gym comp
 All sec schools            Year 11 (26%)                n.b. equals national average
 Kingsway PS                Years 1,2 and 6! (0
                            pupils)
 Park PS                    Years 1-3 (0 pupils)
 Riverside PS               Years 1-3 (0 pupils)
 Christ The King PS         Years 1 and 3 (0 pupils)

 St. Anne’s PS              Year 3 (0 pupils)

                             SSP Evaluation & Priorities Document                                            14
St John’s Infants           Year 1 (0 pupils)
St Joseph’s PS              Years 1-3 (0 pupils)
Devonshire Park             Year 1 (0 pupils)
Rock Ferry PS               Years 1&3 (0 pupils)
Well Lane                   Years 1-3 (0 pupils)
St Andrew’s PS              Years 1-3 (0 pupils)
Brackenwood Junior          Year 3 (0 pupils)
Rock Ferry High             Year 8 (19 pupils)
School

     All schools in the partnership now engage, to some extent in the programme of competitions offered
      Issues still exist due to staffing and a reluctance to ask the Head for time out of school. Transport still
      proves a problem and necessary strict adherence to the AfPE Health and Safety regulations
      regarding transport indicates schools are often not equipped to attend off-site competition.

     At secondary level it is more difficult to monitor engagement in competition as the range of activities
      and competition organisers are far more widespread but some secondary schools are far more
      proactive than others. Again staffing issues, numbers of girls in the school and parental support, often
      caused by socio-economic factors play a large part in the disparity between schools in terms of
      competitions attended.

      Engagement in competition (most and least)

     The 20% increase in inter-school competition at KS1 can be attributed to a number of discrete factors
      (listed above in table). A further significant increase is expected this year as the SSCO team builds
      on the work within the Wirral GS boys cluster in respect of the virtual athletics competitions and the
      continued roll-out of the Multi-skills play project.
     Within KS2, year 3 remains our biggest target area since < 16% of all pupils across the SSP currently
      compete at this year group.
     The systemic change required to embed a robust, sustainable and appropriate calendar of
      competitions for our secondary schools at both KS3 and 4 is starting to materialise. New pilot KS3/4
      Boys and Girls Badminton and Basketball competitions were identified as two sports with gaps in
      provision. The subsequent delivery of these competitions has been successful central venue leagues
      are now planned for the sports listed in the table above.
     Bebington exercises a policy of equality of opportunity for all children of all abilities. Evidence of this
      is the increase in SEN children accessing competition such as tournaments and aquatics.

      Working with the Competition Manager scheme to increase
      performance and competition

             The SSP works very well with the Merseyside Senior Competition Manager and Wirral
              Schools Competition Manager (both employed by Bebington SSP) as has been proven by
              our competition figures over the year (an overall increase of 8% in terms of new participants).
             KS1 pupils now have competitive opportunities in gymnastics every July and football as part
              of the National School Sports Week programme. This complements the work done by the
              community gym, football and multi-skills coaches working in the primary schools. There are
              disability events catering for P1 –P4, transition events for Yr 6/7. All of these competitive
              activities complement our School Sports Coaches‟ work in the SSP primaries.
             The KS3/4 fixtures forum, attended by all Bebington SSP secondary schools has been
              effective in providing a more streamlined and appropriate competition calendar. Gaps have
              now been identified in provision and Central Venue Leagues have arisen as a result in either
              new or developing sports or in existing sports at early KS3.

      Working in partnership to increase performance and
      involvement in competition

             The partnership enjoys considerable support from local clubs and their volunteers to run
              many of our competitions e.g. Port Sunlight, Birkenhead Park, New Brighton, Parkonians and
              Caldy RUFC, Wirral AC, Cheshire Jets, Bromborough Basketball Club, Wirral Volleyball Club,
                              SSP Evaluation & Priorities Document                                                  15
               West Cheshire Badminton Performance Centre. West Kirby Gym Club, Wirral, Upton and
               Oxton Cricket (and Hockey) Clubs, Wirral Aquarius, Birkenhead and Bebington Swimming
               Clubs and Tranmere Rovers FC. The latter club has been effective in establishing stronger
               links with all local football clubs and the work of the SSP and Competition Manager scheme.
               Other key partners are our community coaches who deliver many programmes in our local
               schools but will then support competitive opportunity to compliment the work they have done
               i.e. our gymnastics Coach organised the KS1 competition in July with the support of the local
               Gym Club.

       Challenges and Barriers.

              Schools that won‟t engage in the opportunities on offer. Finding suitable facilities has been a
               problem this year with building work being done at Wirral Boys Grammar School and the
               closure of the Oval for refurbishment; resulting in an increase in facility costs. An on-going
               challenge is changing hearts and minds at secondary level as they are often resistant to
               change, so that we can improve the secondary competition on offer in the Partnership.
              There is a concern that UK Athletics have prioritised all competitions in „Sports Hall‟ athletics.
               Yet primary schools have enjoyed and successfully supported the track and field
               competitions on offer in the past. Equally, concern exists that this decision means young
               people will have no experience of outdoor track and field athletics until year 7, greatly
               decreasing the likelihood of long-term engagement in the sport.

Where have we made the most impact? (please )
Talent ID                      Talent Pathway                           JAE
Use of competition to;  Increase participation                   Support the talent pathway                 
Other (please detail)   5 Hour offer                     
b) How do we know?

      Competition Manager data collection,
      EPD evidence from primary and secondary schools.
      PESSCL survey 2008
      Consultation with senior and Schools Competition Managers
      No. of new participants.
      No. of new coaches working in priority sports throughout SSP
      Additional School-Club Link agreements.

c) On the basis of our evaluation what have we identified as our key competition and performance
priorities for development? (please )
Year Groups                KS1         KS2          KS3          KS4         KS5
Population Groups          Boys         Girls      BAME           SEN          G&T
Competition                Intra-school                            Inter-school                  
Specific                   Virtual      CVLs at       Year 3       Aquatics at Athletics
Sports/Activities          Inter-       KS3/4         activities   KS2          (specifically
                           school       volleyball,                             transition
                           activities   badminton                               from sports
                           at KS1       , handball                              hall to
                                        and                                     outdoor)
                                        basketball
Other (Please detail)
Key Actions
     Further linking with key NGBs
     Continued development of improved communication with secondary PE staff to avoid
         duplication and drive systemic change.
     Talent identification training via Multi-skills academies
     Establishment of G and T PESSYP sub-group for Wirral to be chaired by Bebington SSCO.
         Strategy to be influenced by PDM, Schools Competition Manager and Director of Specialism
         from hub. Sub-group to inform steering group
     G and T / JAE development day March 2009
     Link competition structure to Sports Unlimited and School Sports Coaching Programme
     4 P to P talent i.d. days for current academic year
                              SSP Evaluation & Priorities Document                                                  16
        Ensure accuracy of results presented through PESSCL and the alignment of all data
         collection with Competition Manager scheme systems
      Introduction of Inter-school competition into mini-kickers programme at KS1
      Year 3 Sports Hall Athletics
      Sports Specific leadership opportunities to support existing and developing structures (e.g.
         years 4/5 and year 3 Sports Hall competitions in Spring)
      Introduction of additional virtual competition throughout KS1: Speed-bounce, pedometer
         challenges, speed-stacking, multi-skills play.
      SSCO action plans to identify specific groups within key stages
      Tri-golf competition development at KS2 within WGSB cluster
      The Competition Manager, in partnership with Wirral Athletics Club is sourcing possible
         alternatives i.e. Quad-kids to ensure that there exists progression from Sports Hall to track
         athletics, particularly at Year 6
5. Provision for young people to undertake high quality Leadership and Volunteering roles.

a) Where are we now?
Current SSP L&V Data             16%     National L&V data           16%     SSP Target for 2009             19%

          197 pupils throughout the partnership completed sports leader UK L1 qualification last year leading
           to a greatly increased capacity for informal activity within all schools, particularly secondary schools
          16% of young people aged 5-18 within the partnership are actively involved in volunteering and
           leadership.
          8% of pupils at KS1 are actively involved in volunteering and leadership
          15% of pupils at KS2 are actively involved in volunteering and leadership. This is a 1% decrease on
           last year.
          9% of pupils at KS 3 are actively involved in volunteering and leadership. This is 1% decrease on
           2007.
          33% of pupils at KS4 are actively involved in volunteering and leadership. This is a 15% rise.
          13% of pupils at KS5 are actively involved in volunteering and leadership. This is approximately the
           same figure as last year

          There is a great deal of disparity in the opportunities given to leaders within the partnership and also
           some confusion with regards to the understanding of some teaching staff with regards to leadership
           and volunteering

          The leadership academy and local leadership days established this year will greatly increase he
           number of accreditation opportunities available to the SSPs more senior leaders

          The excellent relationship that exists between the SSP and the Merseyside Competition manager
           scheme has ensured a strategic development of the leadership academy and other bespoke
           leadership opportunities to ensure that partnership and borough competitions are well supported by
           well qualified young leaders and volunteers

          The development of young leaders is effective within secondary schools at KS4 and 5 with all but
           one secondary school within the partnership offering Sports Leaders UK L1 as an accreditation to
           pupils. Work has begun in some partner schools to develop the young leader‟s award to
           complement this. As yet, no school is running SLUK L1 before KS4

          2 partnership schools deliver SLUK L2 within the 16-19 curriculum

          The majority of leadership and volunteering in practice occurs within host or partnership schools,
           particularly in the form of assistance with active play areas, delivery of OSHL within partner primary
           schools and officiating and coaching within inter-school competition

          The partnership has 30 young people registered within the SIS Volunteer passport scheme and
           actively working within the community. The actual number of young people volunteering within the
           community is higher but teething problems still exist with the volunteer passport which is a barrier to
           registration. The number of young volunteers working within the community is testament to the
           strong school-club links that are developed or developing, the high quality communication that exists
           between SSP, schools and clubs and the effective use of display areas within schools. The use of
           young dance leaders is a particular strength.
                                   SSP Evaluation & Priorities Document                                               17
       The partnership Young Ambassadors programme has improved markedly since September. The
        elected Young Ambassadors will now rotate throughout partner secondary schools on a yearly
        rolling programme. Current YAs have been effective in a)establishing a YA steering group,
        b)coordinating a „launch‟ in October 2008, c) developing action plans within each cluster for each of
        the YA objectives, d) established a forum to provide a more effective „youth voice‟ throughout the
        partnership

       The SSP system is effective in offering opportunities for leadership and volunteering in the
        relationship between partner secondary and primary schools. Cluster competitions continue to take
        place on secondary school site and the number and quality of young people leading and officiating is
        improving year on year

       For some schools, community club publicity is proving a barrier which is a clear target for the SSP
        team. The cost and lack of availability of bolt-on courses is a concern although the hub has been
        able to accredit an entire year group on one day through NGB bolt-on awards.

       Greater communication and opportunities need to be developed between those young people who
        are officially involved in the regional and national SIS programme and those who are not but who
        could potentially volunteer and lead.

       CPD is provided throughout the year with various levels of impact by the LDA. Programmes include:
        Sport Education training; Disability Table tennis and athletics for young leaders; L1 and L2 NGB
        awards coordinated in partnership with SSP and other partners; SIS awards (see leadership
        academy programme); Cross-curricular leadership in literacy, numeracy and MFL; years 9 and 10
        leadership days

Where have we made the most impact? (please )
Sport Education in PE                Young people                         Making links with the FE
Lessons                              volunteering in school                sector
                                     competition
Engaging young people as            Young people                         Mentoring and supporting           
leaders and volunteers               volunteering in school                young volunteers
from BAME                            based OSHL clubs
Engaging young disabled              Young people                         Building a leadership and          
people as leaders and                volunteering in community             volunteering pathway that
volunteers                           clubs                                 leads to coaching,
                                                                           officiating and event
                                                                           volunteering
Other (please detail)
b) How do we know?
Response to the question: Which of the following statements related to volunteering and leadership are
strengths within your school? (**indicates multiple response)

Young people volunteering in school based OSHL clubs ****
Young people volunteering in school competition ***
Young people volunteering in community clubs ***
Building a leadership and volunteering pathway that leads to coaching **
Sport Education in PE lessons **
Mini Kickers * (leadership / OSHL link between Everton FC and secondary schools)
Making links with the FE sector * (LJMU)
Engaging young people as leaders and volunteers from BAME *
Engaging young disabled people as leaders and volunteers *
Mentoring and supporting young volunteers *

c) On the basis of our evaluation what have we identified as our key Leadership and Volunteering
priorities for development? (please )
Year Groups               KS1            KS2           KS3         KS4           KS5           
Population Groups           Boys            Girls         BAME             SEN             G&T

                                SSP Evaluation & Priorities Document                                              18
Specific
Sports/Activities
Other (Please detail)
Key Actions
    Sport Education Pilot at Wirral GS for Boys during 2008-2009
    Extend mini-kickers programme to each secondary school by July 2009
    Improve access to SIS VP
    Establish and develop Wirral PESSYP sub-group on Leadership and Volunteering with PDM
       and SSCO representation
    Establish a strategic Leadership Academy with Park and Pensby. Ensure over 300 young
       people achieve accreditation through this programme and the leadership day at Bebington
       High Sports College in December 2008
    Enhance the existing link with Wirral CVS
    Pilot schools to adopt the Sports Linx (LJMU) model for increasing L and V opportunities
    Continue to develop active playgrounds scheme within primary schools for year 5/6 leaders
    Create leadership database for CM team alongside the model produced by hub-site
    1 partnership school from each cluster to develop leadership opportunity for KS1 (year 2)
    Increase the number of active leaders at KS4 by a) introducing Sports Leaders UK L1 to
       Wirral GS boys and b) sharing best practice of Sports College in developing accreditation
       opportunities at KS4
    Through local (cluster) analysis of PESSCL, each SSCO and PDM to focus on those
       schools/key stages/population groups NOT currently given leadership and volunteering
       opportunities to ensure that no major demographic is overlooked during the current
       academic year

6. Leadership & Management of the School Sport Partnership

a) Where are we now?


        The SSP has a clear vision for PE and sport for the young people in the partnership. This vision is
         effectively shared with other specialists within the SSP. However, work still needs to be done in the
         engagement of the following key groups:
        Head Teachers within some primary schools (approx 40%)
        Head Teachers within some secondary schools (approx 50%)
        Teachers and support staff, other than the PLT within primary schools (approx 75%)

        A borough steering group exists within Wirral (see strategic context in section 1) Strategic communication
         with senior leaders within education, health, extended services and the voluntary sector is effective
         largely through the existence of this communication pathway and the many other sub-groups that have
         been formed as a result
        The steering group has been re-structured this year by all Wirral PDMs and the LA. The formation of 14
         „PESSYP sub-groups‟ each to meet 4 times per year will ensure a focussed approach towards each of
         the strands of PESSYP and other local needs. Each sub group has strict Terms of Reference and
         agenda and reports to the steering group 2 weeks prior to the group meeting.
        The PESSYP sub-groups are as follows (role only listed where not implied by title):

 Sub-         Name                    Role                                    Additional agencies from outside
 Group                                                                        SSP
 1            PDM                     Coordination of all other groups.       LA
                                      Sports Unlimited and School Sports
                                      Coaching Programme
 2            Girls in Sport          Implied                                 Uniformed Groups, SDU
 3            School-Club Links       Implied                                 CSP, SDU, Workforce and Cub
                                                                              Development Officers
 4            Marketing and           Website et al.
              Promotion
 5            Leadership and          Implied                                 Workforce Development Officer,
              Volunteering                                                    SDU, CSP, CVS
 6            High Quality PESS       Implied                                 Teachers from primary and

                                  SSP Evaluation & Priorities Document                                           19
                                                                             secondary sector
 7           Health                   Implied                                PCT
 8           Gifted and Talented      Implied                                SDU, Local Professional Sports
                                                                             Cubs, Local clubs
 9           Early Years              Implied
 10          Disability and           Implied                                LA, CSP
             Inclusion
 11          5-7 participation        Implied                                Phys kids coordinator, Tranmere
                                                                             Rovers
 12          CPD                      Implied
 13          Competition              Implied
                                                                               th
 14          16-19 participation      Implied                                6 form teachers, FESCo
 15

      
      Matters relating solely to the Bebington SSP (finance, local strategy, infra-structure, local vision etc) will
      be driven by a sub-committee to meet after each Wirral Strategy meeting.
   There exists good practice in terms of advocacy with primary sector Head Teachers through the
      relationship with the LA. Key issues, challenges and targets are shared borough-wide through termly
      conferences via senior LA management.
   The team of (6) SSCOs is a very strong feature of the SSP. Through this the individual needs of schools
      within each cluster are met effectively and promptly. An example of this is the continuing development
      and uptake of appropriate CPD opportunities, particularly amongst primary colleagues and the on-going
      use of twilight INSET to support secondary colleagues.
   M and E is a growing strength within the SSP although the constant development and new requirements
      of SSP M and E does strain relationships from time to time. Credible communication of SSP evaluation
      still needs to improve to articulate the reasons behind some of the M and E that takes place
   The SSP is effective in ensuring the inclusion of all young people within its provision of PE and sport
      opportunities
   Effective links, leading directly to increased participation have been formed with:
   Extended schools (particularly Bromborough and Eastham and Clatterbridge and Bebington. Work still to
      be done within the Tranmere area and Wallasey)
   Sports Development (specifically within the areas of rugby union, youth sport nights, multi-skills play
      project, golf development, strategic work with SPAA, workforce development, athletics)
   Local accredited (and other) sports clubs (PSRFC, TRFC, EFC, Village, Wirral CC, Bromborough
      basketball club, Wirral AC etc.)
   PCT (Kids Excel and Start Right projects)
   The CSP (particular strength within leadership and volunteering [Step into Sport], competition manager,
      Merseyside PDM forum, SPAA development and Sports Unlimited.)
   Celebrating the impact of the partnership‟s work amongst certain stakeholders (young people, parents
      etc) could definitely improve through the use of newsletters and the website.
   Formalised performance management has begun for the PDM. Work is in progress to develop these
      systems to more accurately represent and support the role of PDM
   Monthly meetings between PDM, DoS and SL (HOD) at hub-site are proving especially effective in
      informing strategy
   The link between the LDA and the Bebington SSP and PDM (PDM represents all Wirral SSPs on
      PESSYP CPD sub-group) ensures the effective management, targeting and organisation of the following
      training opportunities: National PLT training; SSCO training (n.b. all of Merseyside); NQTs in PE; CPD
      tutor training (for reps from over 20 local agencies); ASLs and coaches working in schools; community
      coach best practice training; middle managers in PE and Subject Leaders in PE
   The partnership underwent its first „external‟ financial audit successfully in November 2008, testament to
      the greatly improved finance and administration systems achieved through the work of the SSP
      managers, admin staff and hub-site support.
   The PDM is undergoing the following CPD throughout the academic year: IAPS (Introduction to Coaching
      Practice in Sport: 20 hours: Complete) and PDM Leadership Development (YST: 24 hours: on-going) The
      courses are designed to enhance leadership through HQ assessment of coaching and through generic
      development of leadership and management skills respectively
Where have we made the most impact? (please )
Advocacy       Effective steering group        √ Monitoring and evaluation                   Inclusion          
Effective links with partners           Leadership development             √               SSP staff CPD         

                                   SSP Evaluation & Priorities Document                                          20
Other
b) How do we know?


The following are the results of a leadership and management survey conducted amongst partnership schools in
April 2008.




                                                                                                      Don‟t know
                                                                                              Agree




                                                                                                                   Disagree


                                                                                                                              disagree
                                                                             Strongly agree




                                                                                                                              Strongly
 SECONDARY
 I am aware of the aims and objectives of the SSP                                  1            4
 The Head Teacher in my school is aware of the aims and objectives of
 the SSP                                                                                        3          1          1
 My Colleagues in the PE Dept are aware of the aims and objectives of
 the SSP                                                                                        4          1
 My SSCO effectively communicates the impart of the work of the SSP
 within my schools and their partner primary schools                               1            2                     2
 The SSP has a clear vision for PE and sport                                       1            3                     1
 The SSP works to meet the needs of my school                                                   2                     1
 The SSP is effective in deploying coaches and support staff where
 needed to support our PE Programmes                                                            5
 The SSP is effective in monitoring and evaluating its work                        1            1          3
 The SSP is ensuring the inclusion of ALL Young people within its
 provision of PE and sport opportunities                                           1            3          1

 I am aware of the role of the Sports College within the PESSCL strategy           1            3                     1
 The Sports College is effective in the sharing of resources and good
 practice                                                                                       1          2          1                   1
 Pupils from within my school are actively encourage to take part in sport
 and physical activity within the community                                        1                       2



 My colleagues and I are given sufficient CPD opportunities                        2           2       1
 TOTAL                                                                             9          33      11              7                   1
 Schools Included
 Wirral Grammar For Boys
 South Wirral
 St John Plessington
 Wirral Grammar For Girls
 Bebington
                                                                                                      Don‟t know
                                                                                              agree




                                                                                                                   Disagree
                                                                             Strongly agree




                                                                                                                                  Strongly disagree




 Primary Schools
 I am aware of the aims and objectives of the SSP                            10               15
 The Head Teacher in my school is aware of the aims and objectives of
 the SSP                                                                           5            9     11
 My other teaching colleagues are aware of the aims and objectives of the
 SSP                                                                               1            9          6          9                   1
 My SSCO effectively communicates (to me) the impact of the work of the
 SSP within my school                                                        16                 9                     1
 The SSP has a clear vision for PE and sport                                 13               12           1

                                   SSP Evaluation & Priorities Document                                                                               21
 The SSP works to meet the needs of my school                                 8     15   1    1

 The SSP is effective in deploying coaches and support staff where
 needed to support our PE programmes.                                         9     13   3    1

 The SSP is effective in monitoring and evaluating its work                   5     15   6
 The SSP is ensuring the inclusion of ALL young people with its provision
 of PE and sport Opportunities                                                6     14   5    1

 I am aware of the role of the Sports College within the PESSCL strategy      5     14   4    3
 The Sports College is effective in the sharing of resources and good
 practice                                                                     5     13   3    5
 Pupils from within my school are actively encouraged to take part in sport
 and physical activity within the community                                    5    14    2    3
 My colleagues and I are given sufficient CPD opportunities                    3    16    5    2
 TOTAL                                                                        91   168   47   26
 Schools Included
 St Andrews
 Brackenwood Infants
 Brackenwood Juniors
 Stanton Road Primary
 Higher Bebington Junior School
 Town Lane Infants
 Millfields Primary
 Mendell
 Heygarth
 Raeburn
 Devonshire Park
 Kings Way
 Christ the King
 ST Ann's
 St Josephs Birkenhead
 St Johns Juniors
 St Werburghs
 Rock Ferry Primary
 Woodchurch Road
 Poulton Lancelyn
 Woodslee
 Grove Street
 Brookhurst
 Church Drive
 St Johns Infants
 Well Lane
c) How do the views of Young People, Partners and schools contribute to the evaluation and future
direction of the partnership?


       The „youth voice‟ of the partnership and the effective management of projects within the SSP strategy is
        being greatly improved by the new YA programme which has created 4 senior leaders in each partner
        secondary school, each with a 12 month action plan
       Through extended schools, surveys are conducted annually amongst young people to determine choices
        of OSHL sport and holiday provision
       Cluster and SSP meetings determine the direction of the partnership particularly in respect of CPD, new
        sport development and T and L
       LA very effective in shaping partnership work through regular meetings and the support in developing
        projects around LA priorities (LAC, NEET etc)
       Independent surveys conducted from LA RE: the effectiveness of the SSP and future direction
                                   SSP Evaluation & Priorities Document                                       22
       Wirral Sports Forum re-established March 2008
       Sports Development groups (each with representation from SSP) in athletics, cricket, hockey, swimming,
        girls football, rugby union, squash, cycling, golf and dance
     Basketball, netball and gymnastics groups require re-establishing
     PCT, Extended services, SDU, CSP all represented on Wirral PE and School Sport strategy group
        through executive and consultative representation on the PESSYP sub-groups
     Growing excellent link with Higher Education through FESCO scheme. FESCO works 2 days per week
        within Wirral Metropolitan College, based at the Oval Sports Centre. This has improved the effectiveness
        of both the link with the FE establishment and the sports centre! FESCo is already utilising both the
        Sports Unlimited (ultimate Frisbee) and the School Sports Coaching (Girls Football) programme
     The Merseyside PDM forum, established 5 years ago has developed into an effective steering group for
        the following County projects: Leadership, Volunteering and Step Into Sport; Participation;
        Coaching/Community; School-Club Links; Playground Development; G&T; Funding; CPD and
        Competition
d) On the basis of your evaluation what are your key priorities for development?
Advocacy         Effective steering group            Monitoring and evaluation                   Inclusion
Effective links with partners           Leadership development                   SSP staff CPD
Other
Key Actions
     Effective local steering Group embedded as part of PESS strategy group
     Termly directed meetings with HODs with specific respect to Sports Unlimited and coaching
     Development of YA action plans to include primary school assemblies, assistance with marketing
        and promotion and ‘management’ of school local leadership groups.
     Establish half-termly newsletter
     Continue to improve and update methods of M and E
     Steering group to grow to include Primary Head Teacher(s), local club rep(s), young people
        (ambassador) and to have termly financial report as agenda item
    




                               SSP Evaluation & Priorities Document                                          23

								
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